Unit 3: Tiering and Groups

From KNILT

3.1 Domain Connection

  • 1b: Demonstrating knowledge of content and pedagogy
  • 1e: Designing coherent instruction
  • 2a: Creating an environment of respect and rapport
  • 3c: Engaging students in learning
  • 4a: Reflection on teaching

3.2 Objective

The learner will be able to define tiered activities by reading an article. The learner will be able to create a tiered activity for an upcoming lesson after utilizing a given template.

3.3 Guiding Questions

  1. Do students work together alone, in pairs, and in small groups?
  2. Do students work in learning centers, based on interest, need, or choice?
  3. Are some activities adjusted to provide appropriate levels of challenge?

3.4 Topic Information

Based on the results from students pre-assessments or interest, grouping of students is no easy task! Each group will need specific instruction, monitoring and feedback. Successful group work is accomplished when the teacher has provided all needed materials, successful classroom management skills and offers clear and cohesive directions. The teacher will then take on the role of facilitator. The instructional "benefits of flexible grouping are:

  • Ongoing assessments to meet the identified academic, social, and emotional needs of each learner.
  • Teacher can zero in on the specific needs of each group to maximize learning for every student.
  • Groups may be created with common interests and abilities. (Chapman & King, 2008, p 83)

When creating a tiered activity teachers do more than simply give one group more or less tasks than another. Based on results from pre-assessment, each student should be placed in a particular level (I, II or III-with the ability to move). All groups are trying to achieve the same skill and/or learning target, yet may accomplish this is a different way.


Questions to consider when grouping:

  1. What is the most beneficial instructional approach to reach the student with the needed information?
  2. Who needs to be in each group?
  3. How much time must I allow for group work?

(Chapman & King, 2008, p 81)

3.5 Activity

Activity 1:PDF Article Read the article, "What do Students Need?"http://www.pps.k12.or.us/files/tag/What_Do_Students_Need-Ch_6_Diane_Heacox-foundation_secondary.pdf

Consider the following questions:

  1. What are tiered assignment?
  2. How do tiered assignments differ from other group assignments?
  3. What are the numerous strategies that can tier an activity? Which is the most appealing to you?

Activity 2: Create your own tiered assignment Using the template below, create your own tiered assignment that should be applied after an upcoming pre-assessment. Remember, levels are fluid and allow for movement. A teacher's role is no longer the focus but rather the facilitator. All groups should be working on different tasks that accomplish the same learning target.

3.6 Reflection

Questions to encourage reflection after lesson.

  1. How did you differentiate your groups?
  2. What activities did each group complete? How did these satisfy the learning target?
  3. What evidence can you provide that support student engagement?
  4. In your opinion, did the activity accomplish your goals for the students? How?
  5. In your opinion, was the lesson successful for you? How did your role change?

Extra Resources

What is tiering? https://www.youtube.com/watch?v=vYI_GY5Kajk

How Does Tiering Benefit Students? http://www.learnnc.org/lp/editions/every-learner/6680


Unit 4: Student Choice Activities Or go back to main page Jennifer Legzdin

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